Premium
Using Retrieval Practice and Metacognitive Skills to Improve Content Learning
Author(s) -
LittrellBaez Megan K.,
Friend Angela,
Caccamise Donna,
Okochi Christine
Publication year - 2015
Publication title -
journal of adolescent and adult literacy
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.73
H-Index - 49
eISSN - 1936-2706
pISSN - 1081-3004
DOI - 10.1002/jaal.420
Subject(s) - metacognition , formative assessment , psychology , reading comprehension , mathematics education , reading (process) , content (measure theory) , cognition , comprehension , test (biology) , pedagogy , computer science , paleontology , neuroscience , political science , law , biology , programming language , mathematical analysis , mathematics
Classroom tests have been traditionally used to assess student growth and content mastery. However, a wealth of research in cognitive and educational psychology has demonstrated that retrieval practice (testing) as a form of low‐stakes, rather than traditional high‐stakes testing, can also be used as an effective pedagogical tool, improving long‐term learning, reading comprehension, and metacognition. So, as teachers plan formative assessments to measure their students’ learning, why not design those assessments as retrieval practice activities that simultaneously improve students’ learning as well as assessing it? This article provides recommendations for how teachers can implement retrieval practice in the classroom to assess and optimize content learning.